Student Learning Guide 2020-21 - Navajo Technical University Navajo Nation Approved by the Student Learning Committee: Aug 28 2020
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Student Learning Guide
2020-21
Navajo Technical University
Navajo Nation
Approved by the Student Learning Committee: Aug 28 2020
Approved by the Faculty Congress: Oct 6 2020
Table of Contents
Purpose ............................................................................................................... 3
Indigenous Philosophies of Education ................................................................. 3
Assessment .......................................................................................................... 4
Accreditation ....................................................................................................... 5
Language of Academic Planning and Assessment ................................................ 6
Assessment Cycle ................................................................................................ 6
General Education and Co-Curricular Planning and Reporting............................. 7
Student Learning Committee ............................................................................... 7
Academic Program Review ................................................................................. 8
Roles and Responsibilities ................................................................................... 8
Appendix 1: Student Learning Plan template ..................................................... 11
Appendix 2: Annual Student Learning Report template ..................................... 12
Appendix 3: Glossary ........................................................................................ 14
Appendix 4: Student Learning Report Feedback Rubric..................................... 16
2Purpose
The purpose of the Student Learning Guide is to promote optimal student learning and devel-
opment at Navajo Technical University (NTU) through planning, assessment, and reporting pro-
cesses based on Diné Philosophy of Education, accreditation criteria, and best practices. The
guide is for NTU’s faculty, staff, administrators, and students.
Covid-19
• In uncertain times we must expect the unexpected, and be prepared for change.
We must adapt while staying focused.
• In spring 2020, due to the sudden rise of Covid-19, NTU classes were shifted to
online instruction. This caused large disruptions for everybody in the extended
University community
• As this Guide is revised, in Fall 2020, our institution, families, and communities
are not free from the virus. Everyone must stay vigilant.
• We will work together to continue to achieve our University mission and the
goals that we have set for ourselves across all of our academic offerings.
Indigenous Philosophies of Education
Diné Philosophy of Education is rooted in efforts at NTU to indigenize Western education and is
the centerpiece of NTU’s mission. The philosophy is based on Blessing Way and Protection Way
teachings that constitute Navajo ways of knowing. Blessing Way teachings help individuals live
a good life and stay on a pathway of harmony and balance. Protection Way teachings protect in-
dividuals against life’s imperfections, evil, and corruption. They help one cope with hardships
and difficulties.
Diné Education of Philosophy aims to weave together Blessing and Protection Way teachings in
ways that complement all of life around us. Through these teachings, individuals internalize
Sa’3h Naagh17 Bik’eh H0zh==n: knowledge, balance, connectivity, and strength – glossed in
Navajo as K’4.
Sa’3h Naagh17 Bik’eh H0zh==n connects Blessing and Protection Way teachings to the four car-
dinal directions and a set of Life Principles:
• Nitsáhákees (intellect, imagination, critical thinking)
• Nahat’á (self-reliance, preparation, motivation)
• Iiná (respect, humor, collaboration)
• Sih Hasin (wisdom, reflection, self-actualization)
The Life Principles undergird everything in this guide about the organization of student learning
and development at NTU. Critical thinking, planning, implementation, and reflection are itera-
tive steps for continuously improving what we do for and with students, inside and outside of
NTU classrooms. These Life Principles provide the basis for academic program planning, imple-
mentation, assessment, and continuous improvement.
3The inter-relationship of teachings, directions, and Life Principles in the Diné Philosophy of Ed-
ucation, and connections to academic planning, assessment, and reporting, are depicted in Figure
1 on the following page.
Similarly, at NTU's Zuni Campus, the A:shiwi Philosophy of Education offers essential elements
for helping students develop indigenous and western understandings. Yam de bena: dap hay-
doshna: akkya hon detsemak a:wannikwa da: hon de:tsemak a:ts’umme. Our language and cere-
monies allow our people to maintain strength and knowledge.
A:shiwi core values of hon i:yyułashik’yanna:wa (respect), hon delank’oha:willa:wa (kindness
and empathy), hon i:yyayumoła:wa (honesty and trustworthiness), and hon kohoł
lewuna:wediyahnan, wan hon kela i:tsemanna (think critically) are central to attaining strength
and knowledge. They help learners develop positive self-identity, respect, kindness, and critical
thinking skills to achieve life goals successfully.
Assessment
Assessment is the process of establishing learning goals, providing learning opportunities, as-
sessing student learning, and using results to implement improvements.1 The process is ongoing.
It follows the logic of the Life Principles of Diné Philosophy of Education: Nitsáhákees (critical
thinking), Nahat’á (planning), Iiná (implementation), and Sih Hasin (reflection).
Every degree and certificate program at NTU should have a student learning plan that opera-
tionalizes the Life Principles of NTU's Indigenous Philosophies of Education (see Figure 1 and
Appendix 1). The plan’s focus is program-level learning, as opposed to class-, course-, or insti-
tution-level. What do faculty want the students to know, be able to do, and value and believe by
the time they graduate? This is the focus. The plan describes the program's mission, student
learning outcomes, measures for gathering data on student learning, and relationship of out-
comes, courses, and measures. These program elements, along with assessment data and notes
pertaining to analysis and program improvements, are archived by the faculty using online tools.
A student learning plan articulates measures to be used by the faculty to determine levels of stu-
dent achievement and program effectiveness in attaining the program's mission and goals. Ide-
ally, the measures provide direct and indirect evidence of student learning and include a mix of
quantitative and qualitative data. Individual program plans may be driven by specific require-
ments of specialized accreditation agencies.
Courses in a program are designed to promote the program's goals and student learning out-
comes. Syllabi articulate these connections. In addition to providing logistical information about
the course and instructor (e.g., course description, dates, location, contact information, readings,
and course schedule), syllabi must describe class- and course-level assessments, as well as con-
nections to program-level assessments.
1
For a full explanation, see Suskie, L. (2018). Assessing Student Learning: A Common Sense Guide, Third Edi-
tion. San Francisco, CA: Jossey-Bass.
4FIGURE 1: Diné Philosophy of Education at Navajo Technical University
At the end of each semester, and the end of the academic year in May, faculty complete an an-
nual student learning report that records student learning data, status of targets met or not met,
and program improvement to be implemented in the future on the basis of that analysis (see Ap-
pendix 2).
Accreditation
Accreditation criteria stipulate that institutions evaluate the effectiveness of teaching and learn-
ing through processes that promote continuous improvement, reflect good practice, and include
the substantial participation of faculty and other instructional staff members.2 The guidelines
herein are designed to help NTU faculty, staff, administrators, and students achieve these stand-
ards.
2
Criterion Four, and especially Core Component 4B, in the HLC's "Revised Criteria for Accreditation." Re-
trieved on Sep 18 2019 from http://download.hlcommission.org/policy/updates/AdoptedCriteriaRe-
vision_2019_INF.pdf.
5Language of Academic Planning and Assessment
Creating a common language about assessment, student learning, and student development is es-
sential to academic planning and reporting. Here are definitions of important assessment terms
(in addition to those discussed in Diné Philosophy of Education, above). A more complete list is
spelled out in the Glossary (see Appendix 3).
Other terms with
Term Definition
similar meaning
Student learning The cognitive internalization of information received from Education
instructional services and retention as new knowledge that
may be used to further academic and professional goals.
Assessment Establishing clear, measurable outcomes of student learn- Evaluation
ing, ensuring that students have sufficient opportunities to
achieve those outcomes, systematically gathering and inter-
preting evidence to determine how well student learning
matches our expectations, and using the information to im-
prove student learning.
Evaluation Reviewing the results of data collection and then determin- Assessment
ing the value and ranking of those results.
Mission A short, memorable statement that expresses the purpose Purpose statement
and uniqueness of the program.
Outcomes Statements that describe specifically what students are ex- Objectives, stand-
pected to be familiar with, be able to do, or value by the ards, goals, indica-
time they graduate. tors
Curriculum map A grid or map that lists all of the courses in a program Outcomes grid, ob-
cross-tabulated with the program’s learning outcomes, and jectives grid
that indicates in which course each outcome is taught.
Measures Assessment instruments, tools, or activities designed to as- Tool, instrument
certain levels of student learning achievement
Assessment map A grid or map that lists all of the courses in a program Assessment grid,
cross-tabulated with the program’s measures, and that indi- measures grid
cates in which course each measure is assessed.
Analysis Data-driven narrative that indicates program strengths Improvements, im-
and/or progress made plus logical steps for addressing out- provement plan, ac-
comes partially met or not met. tion plan
Assessment Cycle
Consistent with the cyclical and ongoing nature of Diné Philosophy of Education, assessment
and program improvement efforts are also cyclical and ongoing. Faculty members administer as-
sessment instruments throughout the academic year. Utilizing web-based resources, they collect,
archive, and analyze the data. The analyses culminate in the development of an Annual Student
Learning Report, which is made available to all members of the University community. The
timeline below summarizes the annual assessment cycle:
Activity Person(s) responsible Timeframe
1. Develop and refine program assessment plan(s). Faculty Fall semester
2. Gather and archive student learning data that follow Faculty and chairpersons Each semester
program assessment plans.
3. Analyze student learning data. Faculty and chairpersons Spring semester
64. Implement program, curriculum, and assessment im- Faculty and chairpersons Spring semester
provements as needed.
5. Request additional funding based on feedback Chairpersons and Budget Spring semester
through assessment. Committee
6. Review selected programs every five years (or as Program Review Com- Spring semester
stipulated by the appropriate Dean). mittee and Deans
7. Produce Student Learning Report for each certificate Faculty and chairpersons Last week of
and degree program spring semester
8. Review Student Learning Reports; provide feedback SLC Last week of
(see Appendix 4). spring semester
9. Produce Annual Student Learning Report for the ac- Student Learning Coordi- Jun 1
ademic year. nator
General Education and Co-Curricular Planning and Reporting
Faculty finalized the revision of all seventy-four GenEd courses in 2019-20. Courses were
aligned to new requirements of the New Mexico Higher Education Department that emphasize
skills and utilize rubrics. In Fall, 2019 and Spring, 2020, different data collectors were piloted by
Student Learning Committee members who taught GenEd courses. Despite Covid-19 disrup-
tions, participation in data collection in Spring, 2020 was 100%. SLC members unanimously en-
dorsed the data collection process that semester and will use it moving forward.
In 2020-21, GenEd assessment will take place one goal/semester. Data summaries will be com-
piled by the Offices of Assessment and Institutional Research. Design of improvements will take
place by the Student Learning Committee, and affirmed by the Faculty Congress, in subsequent
semesters.
Student Learning Committee
Program, GenEd, and Co-Curricular design, planning, assessment, reports, and professional de-
velopment are overseen by the Student Learning Committee. The SLC is a standing committee
of the Faculty Congress. Members represent each academic department and campus location and
are nominated by department chairpersons. The SLC combines and replaces two former commit-
tees: the Assessment and GenEd Committees.
SLC Goals for 2020-2021 are as follows:
General Education
• Assess and improve Goal One (in Fall 2020) and Goal Two (in Spring 2021) GenEd
courses.
• Produce and post on NTU website model syllabi for all GenEd courses.
Program Assessment
• Produce SLR’s for 100% our certificate and academic program offerings.
• Peer review the SLR’s (in May 2021) using feedback rubric so as to establish baseline
data for future process improvements (see Appendix 4).
Co-Curricular Activities
• Promote and assess as appropriate given Covid-19 limitations.
7Academic Program Review
The Deans, Committee on Institutional Effectiveness, and Program Review Committee conduct a
thorough self-study of each academic program every five years using the Academic Program
Review Process. The review focuses on the following:
• Curriculum
• Student data
• Program assessment and improvements
• Strengths and challenges
• Faculty
• Recognition
• Cost
• Action plan
For detailed information consult the latest Program Review Guide, published on the Academics
section of NTU's website.
Roles and Responsibilities
Students. Assessment information that demonstrates student learning starts with students. Basic
responsibilities of students are to participate in both direct assessment activities (tests, projects
with rubrics, portfolios, etc.) and indirect assessment activities (surveys, focus groups, etc.).
Other roles that students can assume include:
• Provide feedback on assessment activities.
• Facilitate assessment activities by acting as assessors themselves. (Critiquing class pro-
jects and presentations of others students, group work evaluation, conducting campus sur-
veys, etc.)
• Participate in departmental analyses of assessment data and deliberations about program
improvements.
Full-time Faculty. FT faculty participation in academic planning and reporting should be sub-
stantial in all phases of the assessment cycle. Responsibilities include:
• Design and implement program assessment.
• Collaborate with other faculty on the development and implementation of program as-
sessment, as approved by department chairpersons.
• Implement instructional strategies and course and program revisions that promote contin-
uous improvement of student learning.
Part-time Faculty. PT faculty participation in academic planning and reporting is valuable and
recommended. To the extent that they are able to participate in departmental assessment activi-
ties, PT instructors should be invited to do so. They are expected to participate in all program as-
sessment activities that are spelled out in master syllabi that they are given to teach. Responsibil-
ities include:
• Implement course-embedded assessments are spelled out in model syllabi.
8• Provide assessment data to department chairpersons at the end of each semester as appro-
priate.
Department Chairpersons. Chairpersons should be knowledgeable about academic planning and
reporting and passionate about continuous program improvement. Responsibilities include:
• Ensure that all FT departmental faculty are involved in assessment.
• Explain assessment protocols to all PT faculty.
• Ensure that assessment plans and reports are submitted as requested.
• Provide opportunities for departmental discussion about assessment plans and progress.
• Facilitate the implementation of faculty recommendations resulting from assessment of
student learning.
Student Learning Committee. The SLC is a standing committee of the Faculty Congress. Its re-
sponsibilities include:
• Monitor the assessment of student learning in academic programs, including the General
Education and Co-Curricular programs.
• Serve as consultant-evaluators to the academic departments on the development and im-
plementation of program assessment plans.
• Develop and communicate to the college community annual goals on assessment that are
consistent with the Student Learning Guide.
• Develop plans for assessment workdays.
• Provide feedback annually to faculty and departments on program assessment efforts.
• Review and revise as needed the Student Learning Guide.
Student Learning Coordinator. The Student Learning Coordinator serves as point person for all
academic assessment activities. Responsibilities include:
• Chair SLC meetings. Set agendas and write up meeting minutes.
• Maintain the Student Learning web page.
• Manage assessment budget.
• Facilitate the review of program assessment plans.
• Identify faculty development priorities.
• Work with the Deans to plan intercampus meetings, end-of-year assessment workdays,
and faculty development activities.
• Assist in the preparation and implementation of budgets in support of the Student Learn-
ing Guide.
• Coordinate the production of an annual student learning report. Present the report to the
Faculty Assembly, President’s Cabinet, and Board of Regents.
Office of Institutional Research. In addition to the responsibilities outlined above, personnel in
the Office of Institutional Research are key in gathering and making available data on institu-
tional effectiveness, assisting departments and warehousing assessment information. Responsi-
bilities include:
9• Coordinate institution-wide work-flows so as to maintain accurate and up-to-date infor-
mation on student enrollment, retention, and graduation rates.
• Gather student, faculty, and staff survey and focus group data so as to gauge institutional
effectiveness.
• Gather employer satisfaction data as they pertain to graduates.
• Assist departments in designing academic assessment plans and in warehousing assess-
ment data.
• Assist in the production of an annual student learning report.
Deans. The Deans of Undergraduate Studies and of Graduate Studies are responsible for the co-
ordination and implementation of assessment activities among the departments that they super-
vise. Responsibilities include:
• Support and verify assessment at the department level.
• Facilitate opportunities for departments to meet together to work on assessment.
• Coordinate periodic review of academic programs that includes results from assessment
of student learning.
Provost. As chief academic officer, the Provost is responsible for administrative oversight, coor-
dination, and implementation of assessment throughout the University. Responsibilities include:
• Support and verify assessment at all levels.
• Demonstrate institutional commitment to assessment of student learning and the use of its
results by department faculty, chairs, and deans.
• Coordinate professional development activities that support academic planning, report-
ing, and student learning assessment.
• Submit reports on the assessment of the New Mexico Core Competencies.
• Ensure that adequate funds are budgeted for university-wide assessment activities.
President. The University President should be knowledgeable about academic planning, report-
ing, and assessment. She or he has ultimate responsibility to promote academic planning, report-
ing, and assessment of student learning among all University stakeholders. Responsibilities in-
clude:
• Ensure implementation of recommendations to improve student learning and develop-
ment.
• Ensure that necessary resources are available for faculty to conduct assessment and im-
plement recommendations based on assessment results.
10Appendix 1
Student Learning Plan template
Mission
Outcomes: Students should be able to… Direct measures and targets
1.
2.
3.
4.
5.
6.
Indirect measures
Enrollments
Retention percentage
Graduates
Curriculum and/or assessment map(s)
Learning Outcomes
Courses in the major
1. 2. 3. 4. 5. 6.
Findings (for each measure)
Improvements
11Appendix 2
Student Learning Report template
OVERVIEW
Program
Program mission
Faculty team members
Department
[ ] Applied Technology
[ ] Arts & Humanities
[ ] Business
[ ] Diné Studies
[ ] Engineering, Math, & Technology
[ ] Science
12OUTCOMES
SLO 1
Measure
Target
All students will attain 80% or higher.
Findings
Semester:
Course:
# students:
# met target:
Status
[ ] Met target
[ ] Partially met target
[ ] Did not meet target
Improvements
This page is repeated for each SLO.
13Appendix 3
Glossary
Analysis
Data-driven narrative that indicates program strengths and/or progress made plus logical steps
for addressing outcomes partially met or not met.
Assessment
Establishing clear, measurable outcomes of student learning, ensuring that students have suffi-
cient opportunities to achieve those outcomes, systematically gathering and interpreting evidence
to determine how well student learning matches our expectations, and using the information to
improve student learning.
Assessment map
A grid or map that lists all of the courses in a program cross-tabulated with the program’s
measures and that indicates in which course each measure is assessed.
Benchmark
A standard or point of reference against which student performance may be compared or as-
sessed.
Capstone
A final project or activity that provides an opportunity for students to demonstrate the learning
outcomes that they have achieved, usually, in a program. Examples include projects, research pa-
pers, internships, portfolios, performances, or even capstone courses.
Classroom assessment techniques (CAT’s)
CAT’s provide quick, informative feedback on student learning. The most well-known of these
is the “minute paper,” in which a teacher asks students to write down the most important, or most
unclear, aspect about what they learned.
Co-curricular learning and development
Activities, programs, and learning experiences that complement, in some way, what students
learn in the classroom, that is, experiences that are connected to or mirror the academic curricu-
lum. Co-curricular activities are typically, but not always, defined by their separation from aca-
demic courses.
Course-embedded measure
An assessment measure in a specific course whose data are analyzed for program assessment
purposes.
Curriculum map
A grid or map that lists all of the courses in a program cross-tabulated with the program’s learn-
ing outcomes, and that indicates in which course each outcome is taught.
14Direct measure
Provides tangible and compelling information about what students have learned and not learned.
Examples include tests, standardized exams, licensure or certification exams, essays, projects,
performances, internships, and portfolios.
Evaluation
Processes for reviewing the results of data collection and then determining the value and ranking
of those results.
Formative assessment
Assessment that provides feedback for improving student learning and instruction rather than
ranking or accountability.
Indirect measure
Asks students to reflect on their learning rather than demonstrate it. Techniques include surveys,
exit interviews, alumni surveys, employer surveys, and focus groups.
Mission
A short, memorable statement that expresses the purpose and uniqueness of a program.
Outcomes
Statements that describe specifically what students are expected to be familiar with, be able to
do, or value by the time they graduate.
Portfolio
A systematic collection of students’ learning artifacts that offer direct and indirect evidence of
learning, development, and achievements over time.
Reliability
The extent to which an assessment yields consistent results with similar populations in similar
assessment circumstances over time.
Rubric
A scoring guide used to assess student performance according to specific criteria.
Student learning
The cognitive internalization of information received from instructional services and retention as
new knowledge that may be used to further academic and professional goals.
Summative assessment
An assessment at the end of an instructional unit that gives information on students' learning as
measured against some standard or benchmark.
Validity
The extent to which an assessment measures what it is designed to measure.
15Navajo Technical University
Student Learning Report Feedback Rubric
Program: Dept/School: Date:
Scores & specific
Emerging (1) Developing (2) Proficient (3)
comments
Mission Mission is present but is a description of Mission is somewhat aligned to the de- Mission expresses purpose of the pro-
the program, not a statement of purpose. partment and/or University missions. gram and is compellingly aligned to the
University mission.
Outcomes SLO's are stated but unclear; include SLO's include some but not all of the at- SLO's include concrete, observable ac-
fuzzy terminology; are less than 3 or tributes of "proficient." tion verbs; are rigorous and realistic; do
more than 6 in number. not include compound statements; and
are 3 to 6 in number.
Measures Measures and targets exist but alignment Measures amd targets promise direct evi- Measures and targets promise direct and
and targets to the SLO's is unclear; they are incom- dence of student learning; align to some compelling evidence of student learning;
plete and vague in addressing all the but not all of the SLO's. they align clearly to and address each of
SLO’s. the SLO's.
Findings Findings are initiated but incomplete; the Findings include references to some (but Findings include language that references
overall sense of progress attained is hard not all) measures and indicate extent to evaluation instruments used, and indicate
to ascertain. which most but not all SLO's were met as extent to which all SLO's were met as
well as need for further actions (as appro- well as need for further actions (as appro-
priate). priate).
Improve- Analysis indicates some but not all pro- Analysis indicates program strengths Analysis indicates program strengths, ar-
ments gram strengths and/or progress made; and/or progress made regarding most (but eas for improvement, and action steps
steps for addressing outcomes partially not all) SLO's; at least several program needed for improvements. Narrative is
met or not met are in complete. improvements are indicated for outcomes clear and of sufficient length to be self-
partially met or not met. On the whole, explanatory.
the narrative is reasonably clear and of
sufficient in length but leaves some as-
pects unaddressed.
Overall comments Reader’s initials
Total score: 15-13 = proficient; 12-10 = developing; 9-6 = emerging; 5 or less = needs improvement
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